When we think of special needs students, we typically think of developmental disorders like Autism, Downs, or Aspergers. There has been increasing recognition, however, of psychological problems like ADHD as legitimate disorders. While depression for some is a temporary state that eventually passes without lasting problems, for others it is an ongoing condition, a diagnosable psychiatric disorder like ADHD that impairs daily activities like learning and requires intervention and accommodation.
Depression can manifest in the classroom in a number of ways. Depressed students may perform inconsistently, sometimes completing homework and other times leaving it unfinished. They may sit in the back, refuse to participate, and tune out during class. When asked why they are not working, they may simply say, "I don't know", or, "Who cares?" This can give the impression of simple laziness, and so many depressed students are overlooked when they could benefit from specific interventions to overcome their depression.
Before depression can be treated, it must first be recognized. If we are concerned that a student may be depressed, we can look for the key signs of depression, which can include (Huberty, 2006):
Depressed mood for more than 2 weeks
Loss of interest or pleasure in almost all activities
Irritability or anger
Changes in appetite or weight (weight loss not due to dieting or exercise)
Sleeping too much or too little (sometimes, people seek help for sleeping problems that turn out to be signs of depression)
Decreased energy or physical activity; even small tasks seem overwhelming and require too much effort (e.g., students may complete homework at a level less than they can do and/or may not turn in completed work)
Feelings of worthlessness, guilt, and low self-esteem
Difficulty thinking, concentrating, or remembering
Difficulty getting necessary things done, such as homework
Difficulty making decisions, often unable to make relatively minor decisions
Negative thoughts about self, the world, or the future
Repeated thoughts of suicide, including planning or attempting
Tired and listless
Feeling blah and seeming to have no feelings at all (i.e., feeling empty)
Reports "Not caring about anything"
Increased or decreased appetite
Interpret minor day-to-day events as personal failures or defects
Blaming self for things that are not his or her fault
Statements that others would be better off if he or she were dead
Believes that he or she is ugly and unattractive
Decreased personal hygiene and self-care efforts
Excessive crying or weepiness over relatively small things
If a student displays some or all of the above symptoms, the safest course is to refer them to the school psychologist or speak to their parents about further testing. This way, a formal diagnosis of depression can be established and a treatment plan developed that includes counseling or medication as appropriate. Depression is also often co-morbid with other psychological disorders, including AHDH, Conduct Disorder, Oppositional Defiant Disorder, and substance abuse problems. If a student is depressed, it would be important to keep an eye out for these other conditions and pursue help when necessary.
Once a student has been diagnosed, there are a number of potentially effective interventions that can be employed in the classroom. The first and most important is to develop a relationship with the student. Many depressed people feel unloved and are looking for someone that cares about them. By interacting with the student, not being afraid to engage with them, and not giving up on them, we can show that we are concerned for their well-being. It is also important not to use negative reinforcement, sarcasm, or disparaging comments, since these may worsen the problem.
Depressed students often have trouble concentrating or focusing, so interventions similar to ADHD can be employed. They can be given more time to complete assignments, assignments can be broken up into more manageable chunks, they can be given extra help with schedules or study habits, or they can be paired with another student who can help them focus. Finally, it is important to give depressed students opportunities to succeed. This builds their self-esteem and helps them feel competent and worthwhile.
Even though general recommendations can be helpful, each student is different, and it is important to stay connected to the student's psychologist or any other staff working with them in order to keep abreast of their specific needs and situation. This also allows the different people involved in the student's care to offer help and suggestions of what has been effective.
Accommodating Students With Depression
by Matthew Terhune
When we think of special needs students, we typically think of developmental disorders like Autism, Downs, or Aspergers. There has been increasing recognition, however, of psychological problems like ADHD as legitimate disorders. While depression for some is a temporary state that eventually passes without lasting problems, for others it is an ongoing condition, a diagnosable psychiatric disorder like ADHD that impairs daily activities like learning and requires intervention and accommodation.
Depression can manifest in the classroom in a number of ways. Depressed students may perform inconsistently, sometimes completing homework and other times leaving it unfinished. They may sit in the back, refuse to participate, and tune out during class. When asked why they are not working, they may simply say, "I don't know", or, "Who cares?" This can give the impression of simple laziness, and so many depressed students are overlooked when they could benefit from specific interventions to overcome their depression.
Before depression can be treated, it must first be recognized. If we are concerned that a student may be depressed, we can look for the key signs of depression, which can include (Huberty, 2006):
If a student displays some or all of the above symptoms, the safest course is to refer them to the school psychologist or speak to their parents about further testing. This way, a formal diagnosis of depression can be established and a treatment plan developed that includes counseling or medication as appropriate. Depression is also often co-morbid with other psychological disorders, including AHDH, Conduct Disorder, Oppositional Defiant Disorder, and substance abuse problems. If a student is depressed, it would be important to keep an eye out for these other conditions and pursue help when necessary.
Once a student has been diagnosed, there are a number of potentially effective interventions that can be employed in the classroom. The first and most important is to develop a relationship with the student. Many depressed people feel unloved and are looking for someone that cares about them. By interacting with the student, not being afraid to engage with them, and not giving up on them, we can show that we are concerned for their well-being. It is also important not to use negative reinforcement, sarcasm, or disparaging comments, since these may worsen the problem.
Depressed students often have trouble concentrating or focusing, so interventions similar to ADHD can be employed. They can be given more time to complete assignments, assignments can be broken up into more manageable chunks, they can be given extra help with schedules or study habits, or they can be paired with another student who can help them focus. Finally, it is important to give depressed students opportunities to succeed. This builds their self-esteem and helps them feel competent and worthwhile.
Even though general recommendations can be helpful, each student is different, and it is important to stay connected to the student's psychologist or any other staff working with them in order to keep abreast of their specific needs and situation. This also allows the different people involved in the student's care to offer help and suggestions of what has been effective.
Sources
Huberty, T. (2006, November). Communique. Retrieved from http://www.nasponline.org/publications/cq/cq353depression.aspx